نوع مقاله : مقاله پژوهشی (کمی)
نویسندگان
1 دانشجوی دکتری، گروه علوم تربیتی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران،
2 استادیار، گروه علوم تربیتی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران .
3 استادیار، گروه علوم تربیتی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
هدف: با توجه به اهمیت سواد اطلاعاتی در عصر حاضر و لزوم گنجاندن آن در برنامه‌درسی دانش‌آموزان، پژوهش حاضر با هدف طراحی الگو و اعتبارسنجی سواد اطلاعاتی در برنامه‌درسی دانش‌آموزان دوره دوم متوسطه انجام شد.
روش شناسی: این مطالعه از نظر هدف کاربردی و از نظر روش اجرا آمیخته (کیفی-کمی) بود. جامعه پژوهش در بخش کیفی خبرگان رشته‌های برنامه‌درسی و آموزش سواد اطلاعاتی شهر تهران در سال 1402 بودند که تعداد 16 نفر از خبرگان (طبق اصل اشباع نظری) با روش نمونه‌گیری هدفمند به‌عنوان نمونه انتخاب شدند. جامعه پژوهش در بخش کمّی دانش‌آموزان دوره دوم متوسطه شهر تهران در سال تحصیلی 1402-1401 بودند که 400 نفر از آنها با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای به‌عنوان نمونه انتخاب شدند. ابزارهای پژوهش مصاحبه نیمه‌ساختاریافته با خبرگان و تکمیل پرسشنامه محقق‌ساخته توسط دانش‌آموزان بودند که شاخص‌های روانسنجی آنها تایید شد. داده‌ها با روش‌های کدگذاری و تحلیل عاملی اکتشافی تحلیل شدند.
یافته‌ها: بر اساس یافته‌های کدگذاری مصاحبه‌ها برای سواد اطلاعاتی در برنامه‌درسی دانش‌آموزان 40 مولفه در 7 بعد شامل دسترسی و بازیابی اطلاعات، ارزیابی اطلاعات، سازماندهی و ترکیب اطلاعات، ملاحظات اخلاقی اطلاعات، ارتباطات و اشتراک‌گذاری اطلاعات، عوامل شناختی یادگیری سواد اطلاعاتی و عوامل انگیزشی یادگیری سواد اطلاعاتی شناسایی شد. همچنین، نتایج تحلیل عاملی اکتشافی نشان داد که 13 مولفه توانستند 81 درصد و هر 40 مولفه توانستند 100 درصد واریانس سواد اطلاعاتی در برنامه‌درسی دانش‌آموزان را تبیین کنند، بار عاملی هر 40 مولفه بالاتر از 70/0 بود و سواد اطلاعاتی در برنامه‌درسی دانش‌آموزان بر هر 7 بعد و هر بعد بر مولفه‌های آن اثر مستقیم و معنادار داشت (001/0P). بنابراین، الگوی طراحی‌شده سواد اطلاعاتی در برنامه‌درسی دانش‌آموزان دارای اعتبار مناسبی بود.
نتیجه‌گیری: بر اساس نتایج این مطالعه جهت بهبود سواد اطلاعاتی در برنامه‌درسی دانش‌آموزان می‌توان زمینه را برای تحقق ابعاد و مولفه‌های شناسایی‌شده فراهم کرد.
کلیدواژه‌ها
- سواد اطلاعاتی
- برنامه‌درسی
- دانش‌آموزان
- ارتباطات و اشتراک‌گذاری اطلاعات
- عوامل شناختی یادگیری سواد اطلاعاتی
موضوعات
عنوان مقاله [English]
Designing a Model and Validating of Information Literacy in the Curriculum of Senior School Students
نویسندگان [English]
- Masoumeh Najafi 1
- Soudabeh AzadolMolki 2
- Ashraf Alsadat Hosseini Mirsafi 3
1 PhD student, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
2 Assistant Professor, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
3 Assistant Professor, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]
Purpose: Considering the importance of information literacy in today's era and the need to include it in the curriculum of students, the present research was conducted with the aim of designing a model and validating of information literacy in the curriculum of senior school students.
Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative section was the experts of curriculum and information literacy education of Tehran city in the 2023 year, which number of 16 people of experts (according to the principle of theoretical saturation) were selected as a sample with using the purposeful sampling method. The research population in the quantitative section was the senior school students of Tehran city in the 2022-2023 academic years, which number of 400 people of them were selected as a sample with using the multi-stage cluster sampling method. The research tools were semi-structured interviews by experts and completion of researcher-made questionnaires by students, which whose psychometric indicators were confirmed. The data were analyzed by coding methods and exploratory factor analysis.
Findings: Based on the findings of coding interviews for information literacy in the curriculum of students were identified 40 components in 7 dimensions including information access and retrieval, information evaluation, information organization and combination, information ethical considerations, information communication and sharing, cognitive factors of information literacy learning and motivational factors of information literacy learning. Also, the results of the exploratory factor analysis showed that 13 components could explain 81% and all 40 components could explain 100% of the variance of information literacy in the curriculum of students, the factor loading of all 40 components was above 0.70 and information literacy in the curriculum of students on the 7 dimensions and each dimension on its components had a direct and significant effect (P<0.001). Therefore, the designed model of information literacy in the curriculum of students was valid.
Conclusion: Based on the results of this study, in order to improve information literacy in the curriculum of students it is possible to provide the basis for realizing the identified dimensions and components.
کلیدواژه‌ها [English]
- Information Literacy
- Curriculum
- students
- Information Communication and Sharing
- Cognitive factors of Information Literacy Learning
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